This dissertation, requested by Profletras (Professional Master's Program in
Literature), is inserted in the research line Reading, Writing and Teaching of
Portuguese Language, from a socio-interactionist perspective, focusing on reading
strategies in the digital context. Firstly, a bibliographic research was carried out to
support the design of the intervention project, carried out with students from the EJA
(Youth and Adult Education Program) of the school called Vai Quem Quer, located in
the rural area of Monte Alegre, in the state of Pará The general objective of the project
that resulted in this dissertation was, based on the analysis of an intervention project
focused on links as constituent elements of reading strategies, the feasibility of
inserting the hypertext as a didactic reading support in the scope of Portuguese
Language teaching . The genre selected for the strategic reading process was the
lyrics, in which links were developed with the objective of providing readers with
information that added to the previous knowledge they already had about the proposed
theme, so that the reader could reach an understanding more meaningful in your
process as a reader. In addition to the hypertexts, conventional texts were provided,
the printed ones, that dialogued with the hypertexts in a way that complemented for
the expansion of information. For this development, the research was anchored in
Koch (2011,2012), Solé (1998), Colomé & Camps (2002) with regard to reading
strategies, Bakhtin (1997), on language theory; Xavier (2009) and Marcuschi (2004) in
studies directed to hypertext; Gomes (2011) in the didatização of the links and Lévy
(1999) in what refers to the collective intelligence, among others. As a result, the
research proved to be positive in the sense of linkage for specific purposes, in the
informative case.
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